st john fisher catholic college pupil premium strategy ......underachievement by targeted learners...

September 2019

St John Fisher Catholic College Pupil Premium Strategy Statement

1. Summary information

School St John Fisher Catholic College, part of Christ the King Catholic Collegiate Multi Academy Company

Academic Year 2019/20 Total PP budget £160,820 Date of most recent PP Review n/a

Total number of pupils Y7-11

939 Number of pupils eligible for PP 212 (yr7-11) 16 (6th Bursary)

Date for next internal review of this strategy Jan 2020

LAC PP+ (separately funded)

8 Number of PP Service Children 1

2. Current attainment

Learners eligible for PP

(in school) Learners not eligible for PP

(in school)

Learners not eligible for PP

(national average)

Progress 8 score average (from 2018/19) -0.09 0.04

Attainment 8 score average (from 2018/19) 36.97 48.36

Progress 8 score average (from 2019/20) estimated (Targets) -0.05 (xx) 0.04 (xx)

Attainment 8 score average (from 2019/20) estimated (Targets) 39.81 (xx) 44.18 (xx)

September 2019

3. Barriers to future attainment (for pupils eligible for PP including high ability)

In-school barriers (issues to be addressed in school, such as poor literacy skills)

A. Closing the attainment gap across Year 7-11, with particular focus on Key Stage 4.

B. Behaviour for learning issues having an effect on academic progress of these learners and of their peers.

C. Engagement of some learners entitled to PP with the importance of homework and taking up learning opportunities beyond the classroom.

D. Deprivation of aspiration within PP cohort.

External barriers (issues which also require action outside school)

E. Attendance rates for learners entitled to PP are still lower than their non-PP counterparts. This reduces their school hours and causes them to fall behind.

F. Active parental engagement and support (often financially) in their working relationship with school to support the learning of their child.

4. Outcomes

Desired outcomes and how they will be measured Success criteria

A. To raise attainment of all learners entitled to PP, including LAC, at Key Stages 3 and 4. How will they be measured?:

This will be reviewed and evidenced in all available data including termly GPP reviews as well as external data.

Learners entitled to PP make progress and attain to be in line with or to exceed whole cohort figures.

B. Ensure attendance of PP learners equals or exceeds non-PP learners. How will they be measured?: This will be

evidenced in attendance rates.

Reduce the number of persistent absentees (PA) among learners entitled to PP to 10% or below. Overall attendance among learners entitled to PP improves from below 96% to at least 96% in line with non-PP learners and school target.

C. Improve behaviour for learning of PP cohort. How will they be measured?: This will be evidenced in learner behaviour

and achievement points, as well as having impact on learners’ progress and attainment.

Fewer behaviour incidents recorded for targeted learners. Greater use of rewards to support positive behaviour for learning for PP learners by classroom teachers. A more cohesive culture of praise developed through the school, which will impact on behaviour aspirations of targeted PP learners.

D. Provide good opportunities and take up of Extended Schools provision by learners entitled to PP, including before school and after school clubs, and Homework Club during the day. How will they be measured?: This will be

evidenced by attendance registers for clubs and music activities.

Engagement with Music opportunities for targeted learners. Attendance of targeted PP learners at breakfast and homework clubs.

September 2019

E. Ensure PP cohort destinations meet learners’ needs and aspirations. How will they be measured?: This will be

evidenced through learner destinations as well as engagement with IAG support.

All targeted learners entitled to PP to receive quality IAG, and no NEET from PP cohort.

F. Support parental involvement in child’s education. How will they be measured?: Parental contact logs. Allocation of funding where needed to support learners.

Parents feel empowered in supporting their children with their learning. Parents feel more comfortable with contacting the school with concerns and queries about their child, and about financial hardships. Input from Father Hudson Society members of staff ensures greater dialogue between families where difficulties arise. More cohesive opportunities for dialogue between home and school.

5. Planned expenditure

Academic year 2019/20

i. Quality of teaching for all

Desired outcome Chosen approach

What is the evidence and rationale for this choice? How will you ensure it is implemented well?

Staff lead When will you review implementation?

1) To raise attainment of all learners entitled to PP, including LAC, at Key Stages 3 and 4, to be in line with or to exceed whole cohort figures. 2) Ensure attendance of PP learners equals or exceeds non-PP learners. 3) Improve behaviour of PP cohort 4) Provide good opportunities and take up of Extended Schools provision by learners entitled to PP, including before school and after school clubs, and Homework Club during the day. 5) Ensure PP cohort destinations meet learners’ needs and aspirations. 6) Support parental involvement in child’s education

Mentoring Team: EEF +1 month: £74,685

With this money, the school employs three mentors who support any learners entitled to Pupil Premium and identify ways to boost their progress and achievement in school through assertive mentoring. The outcome of this is supporting learners to become more confident and focused in their studies with a high level of aspiration. This team also liaise with departmental staff and the Wellbeing team to help learners overcome any difficulties with school work. They are also engaged in training to support families in their child’s education and one of their stated aims is to support the learners to get more involved in initiatives with parents. There are a range of targeted interventions being taken on by the team this year including Nurture group, Year 11 Revision Skills, homework clubs and Reading Friends. There will also be scope within this funding for breakfast and homework club, as well as breakfasts for Year 11 targeted PP learners during exams. Finally, within this funding, there will be scope for Year 7 transition packs which will ensure that incoming Year 7 learners entitled to PP are fully prepared for secondary school and are ready for lessons in a positive fashion.

There will be a structured timetable in place for each member of the mentoring team.

Assistant Headteacherresponsible for PP, Lead mentor

Termly through team reports.

September 2019

7) To raise attainment of all learners entitled to PP, including LAC, at Key Stages 3 and 4, to be in line with or to exceed whole cohort figures. 8) To raise attainment of all learners entitled to PP, including LAC, at Key Stages 3 and 4, to be in line with or to exceed whole cohort figures.

Professional Training and Development Teaching and Learning: £10,000 EEF

A highly trained staff have the tools to produce outstanding lessons regularly and be at the cutting edge of teaching and learning techniques. This can only be achieved through a school commitment to training and development teaching and learning. The impact of this on PP learners is paramount, and all training will be intertwined with achievements within the PP cohort. Through using Maths and English specialist teachers to deliver PP support and small group interventions, it is anticipated that underachievement by targeted learners will be minimised and overcome.

Through identification and selection of pertinent training opportunities with the focus on the PP Agenda Observations of lessons and impact on learner data needs to show not only improvement but sustained improvement over time. In this upcoming academic year, focus is on ensuring all core subjects have access to such interactive digital resources.

Assistant Headteacher FL of Maths and English, Assistant Headteacher responsible for Pupil Premium

Following each training opportunity Throughout year in data points as well as in teacher observations.

Total budgeted cost £84685

ii. Targeted support

Desired outcome Chosen action/approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?


1) Provide good opportunities and take up of Extended Schools provision by learners entitled to PP, including before school and after school clubs, and Homework Club during the day.

Arts Participation: Music groups: EEF +2 months: £3,500

Music participation for targeted learners entitled to Pupil Premium will help support self-confidence as well as self-esteem. It will also support musical development, as well as ensuring that learners engage with learning outside the classroom by learning new skills.

The Director of Learning for Music will work with peripatetic teachers to ensure new opportunities are seized by learners, and through engagement with parents will ensure that attendance rates are high. There will also be opportunities developed for music clubs during lunchtime to ensure more structured lunchtimes for learners who struggle at such times.

Faculty Leader of Performance

January 2020

September 2019

2) Ensure attendance of PP learners equals or exceeds non-PP learners.

Attendance Consultant: EEF N/A: £2,500

We can’t improve attainment for children if they aren’t actually attending school. NfER briefing for school leaders identifies addressing attendance as a key step. Attend EDC employed to monitor learners and follow up quickly on absences/truancies. First day response provision. With regular contact with parents regarding absences, learners’ attendance dramatically improves. Ensuring a cohesive approach to this through working Attend EDC consultants, the school is able to ensure that a consistent approach is taken to absentees, particularly persistent absentees, with the reduction in absence rates.

Thorough briefing of Attend EDC Consultancy about existing absence issues. PP coordinator, attendance consultants, Headteacher etc. will collaborate to ensure new provision and standard school processes work smoothly together. Same day calls about progress for target students and reduced timetable integration programme where necessary to ensure students attend on a regular basis, building to full timetable. Personalised support and assertive mentor assigned to each PA pupil eligible for PP. Attendance and progress discussed in weekly meeting with PP Coordinator and Lead mentor. Letters about attendance and Attend EDC to visit all PA at home to discuss attendance with parents / guardian and explore barriers

Assistant Headteacher responsible for Pupil Premium and for Wellbeing

Annually

3) Ensure PP cohort destinations meet learners’ needs and aspirations.

Careers Advice (Aspiration Intervention) EEF 0 month: £7,000

Although the EEF toolkit states this does not impact on progress, it is imperative that learners entitled to PP receive impartial, necessary IAG, without which, they would be vulnerable as NEET. Connexions services are used to offer this support and this has an impact on not only aspirations but also attainment as motivation from such IAG ensures greater focus from learners in lessons.

Updates on every learner who receives a Careers appointment.

IAG lead, Assistant Headteacher responsible for Pupil Premium

January 2020

4)Ensure that an opportunity to improve handwriting is made available to yr 7 learners entitled to PP

Magic Links Package £1,200

This is a new initiative aimed at learners with poor handwriting. It is a strategy, which has been used at a feeder primary school and has proved successful.

The English faculty identify learners who would benefit from the programme. Sessions are delivered during form time and through timetabled lessons. Review of handwriting will then take place through

Lead PP mentor, HLLSA and F Leader for English

February 2020

September 2019

5) Improve behaviour of PP cohort 6) Provide good opportunities and take up of Extended Schools provision by learners entitled to PP, including before school and after school clubs, and Homework Club during the day.

D of E contribution for targeted learners Motiv8 (Outdoor adventure learning): EEF +3 months : £1,500

This opportunity in particular for Year 9 and 10 learners entitled to PP will ensure a more positive approach to behaviour for learning.

Selection of learners and pre-visit course with learners will ensure impact of qualification is most effective.

Assistant Headteacher responsible for Pupil Premium, 2nd in Humanities

After each qualification.

7)To raise attainment of all learners entitled to PP, including LAC, at Key Stages 3 and 4, to be in line with or to exceed whole cohort figures. Improve behaviour of PP cohort Ensure PP cohort destinations meet learners’ needs and aspirations.

Alternative Provision (behaviour interventions): EEF +4 month: £15,000

Learners entitled to PP must be given every opportunity to achieve and barriers to learning must be overcome. This may involve the use of alternative provision for targeted learners where necessary, but focus will always be on attainment and progress of those targeted learners through use of alternative provision. The school works hard to be creative to ensure every learner achieves and that needs are most appropriately met.

Every learner’s needs are met through a variety of alternative provision paths. These will be reviewed on a one-to-one basis

Assistant Headteacher responsible for Pupil Premium and Wellbeing

One-to-one basis at the end of each term, and through use of relevant live data.

8) To raise attainment of all learners entitled to PP, including LAC, at Key Stages 3 and 4, to be in line with or to exceed whole cohort figures. Improve behaviour of PP cohort Ensure PP cohort destinations meet learners’ needs and aspirations.

Work Experience: EEF: N/A, £4,700

This opportunity for Year 10 learners entitled to PP will give them an insight into career areas, and will ensure a greater focus moving into year 11.

All learners entitled to PP to be on a placement relevant to their aspirations

Assistant Headteacher responsible for Pupil Premium, Assistant Headteacher responsible for Curriculum

Following work experience placement

September 2019

9) To raise attainment of all learners entitled to PP, including LAC, at Key Stages 3 and 4, to be in line with or to exceed whole cohort figures. 10) Ensure attendance of PP learners equals or exceeds non-PP learners. 11) Improve behaviour of PP cohort

Assistant Educational Psychologist: EEF: N/A £4,395

To support the mental health and wellbeing of targeted learners entitled to PP

To ensure learners are supported and mental health needs are addressed

Assistant Headteacher responsible for Pupil Premium

Termly


iii. Other approaches

Desired outcome Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?


1) To raise attainment of all learners entitled to PP, including LAC, at Key Stages 3 and 4, to be in line with or to exceed whole cohort figures. Ensure attendance of PP learners equals or exceeds non-PP learners. Improve behaviour of PP cohort Provide good opportunities and take up of Extended Schools provision by learners entitled to PP, including before school and after school clubs, and Homework Club during the day. Craft club for yrs 7& 8 and Yr 11 revision. Ensure PP cohort destinations meet

Pupil Premium Coordinator: EEF N/A

The Pupil Premium Co-ordinator oversees and leads the school’s approach to planning and adapting support of all PP learners. It is imperative that there is a key individual who not only has overall responsibility for the PP provision within school, but who leads and pushes the agenda to the forefront of all in the school. Also, there is capacity within this funding for an external Pupil Premium review that can ascertain whether the school’s plans are ensuring best practice to support learners entitled to Pupil Premium.

Appraisal of member of staff, as well as regular meetings with the Headteacher and the Academy committee representative responsible for Pupil Premium about developments. Also, termly reports to the Academy committee. With regards to external review, positive relationship between reviewer and key members of staff to ensure productive, constructive completion of review and action plan that follows.

Headteacher, Assistant Headteacher responsible for Pupil Premium

Regular meetings, appraisal.

September 2019

learners’ needs and aspirations. Support parental involvement in child’s education.

2) Support parental involvement in child’s education.

Family Support Worker : EEF +3 months (Parental Involvement): £5,500

Using some funding to employ the services of a family support worker from Fr. Hudson’s society ensures that target learners and their families feel supported in many ways that without which would have a detrimental impact on the learner’s progress and attainment. It also ensures that parents feel supported in ensuring they understand how best to work with their children in supporting their education.

Weekly meeting between FSW and Safeguarding coordinator. Termly reports for Academy committee representatives.

Safeguarding coordinator, Assistant Headteacher responsible for Pupil Premium

Annually


Parental Initiatives: School Comms, Parent Contributions, IT support, FLD, Swimming, PPMT uniform : EEF Absentee reduction of 1 half day, +1 month on attainment: £5,000

To support parents financially to enhance learning opportunities for children, and to support parents in understanding barriers to their child’s learning and wellbeing. This will involve support for communication costs with parents. Following a study by EEF which said that effective text messaging with parents can raise attainment, the school is developing its approach in this manner. It will also include costs incurred through assemblies and parents evenings for refreshments, costs for trips associated with Flexible Learning Days, costs for things such as locker agreements.

The key issue around this is engagement of parents to ensure a more productive relationship between home and school


Annually


RAPS (Rewards Initiative) EEF N/A: £10,000

Through building up a culture of praise throughout the school, the learners entitled to PP who build up aspirational thinking towards education will more motivated to work towards their target grades. Also, through reward, attendance and behaviour for learning data will be positively impacted upon.

A weekly check on statistics surrounding usage, as well as comparative data on impact.


Termly

7) To raise attainment of all learners entitled to PP, including LAC,

Young Enterprise (Social & Emotional Learning): EEF +4 months: £1,000

The impact of such extended learning opportunities will ensure that learners entitled to PP are given an insight into life

Opportunities will be identified and explored through the Assistant Headteacher responsible for IAG.

Assistant Headteacher

At the end of the Enterprise cycle

September 2019

at Key Stages 3 and 4, to be in line with or to exceed whole cohort figures. 8) Ensure PP cohort destinations meet learners’ needs and aspirations.

beyond our school, but more importantly, through building up social and emotional resilience, can support them in their progress and attainment towards the end of KS4.

responsible IAG

9) To raise attainment of all learners entitled to PP, including LAC, at Key Stages 3 and 4, to be in line with or to exceed whole cohort figures.

Faculty Support with resources and subscriptions (GCSEPod, MintClass, Transition Packs, The Day: EEF N/A : £11,050

This will ensure that any barriers to learning in subject areas are removed, and ensure that every opportunity is afforded in subjects where they otherwise wouldn’t be able to happen.

Line management meetings SLT, Assistant Headteacher responsible for Pupil Premium

End of academic year


September 2019

6. Review of expenditure

Previous Academic Year 2018/19

i. Quality of teaching for all


Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned (and whether you will continue with this approach)

Cost

1) To raise attainment of all learners entitled to PP, including LAC, at Key Stages 3 and 4, to be in line with or to exceed whole cohort figures. 2) Ensure attendance of PP learners equals or exceeds non-PP learners. 3) Improve behaviour of PP cohort 4) Provide good opportunities and take up of Extended Schools provision by learners entitled to PP, including before school and after school clubs, and Homework Club during the day. 5) Ensure PP cohort destinations meet learners’ needs and aspirations. 6) Support parental involvement in child’s education

Mentoring Team: EEF +1 month

The PPMT has had a significant impact on the progress of the learners, but also on the ability of the PP learners to attend school and to produce good behaviour for learning in lessons. The opportunities afforded by the mentoring team, including enrichment activities such as book clubs, team building sessions and IAG training opportunities all show that the success criteria for this expenditure has been met. Since the presence of the mentors in lessons, there has been a significant improvement in the BFL score of PP pupils which has had a positive effect on their attainment. Teaching staff have also reported an improvement in the BFL of non PP pupils as a direct effect of the Learning Mentors being present in lessons. It has also allowed the team to witness first-hand the barriers to learning faced by PP leaners and put specific strategies in place to help overcome them. Furthermore, the team are able to communicate with home to inform parents of leaners successes, which has been well received by both learners and parents. There has been a positive decrease in the amount of learners receiving poor behaviour for learning scores and as a reflection there have been several who have improved in their GPP reports. Also, looking at the Year 11 Progress 8, it has improved from --0.12 to -0.05.

Moving forward, the team are focusing more directly on curriculum areas for development and improvement with their mentees, to ensure that gaps are bridged where there are gaps in the first place. This ensures a more targeted focus to ensure quality of teaching for all.

£76,044


Professional Training Teaching and Learning

This has allowed for training with regards to Philosophy for Children to ensure extra-curricular activities for PP learners, and others. It has also allowed for training in subject specialist training, which has in turn ensured that PP learners receive quality first teaching. One major training opportunity was to train targeted staff members, so that they can support families struggling with disaffected and disengaged learners. This training will be rolled out to be a family support training in 2017./18.

Tighter timeframes to cascade and roll out training to other colleagues and stakeholders. However, without this, we would struggle to undertaken such important training opportunities.

£ 10,000

September 2019


Departmental Resources to support PP Learners

This has ensured that learners entitled to PP have not been disadvantaged both within the classroom and outside the classroom. Learners entitled to PP have not encountered any barriers to learning in subjects studied as a result.

Student voice on how it has helped them. We will definitely continue this.

£6,800


Various The following areas were also paid for fully / partially by PP funding. Assistant Ed Psychologist GCSE Pod RM Books Work Experience DoE PP Food Yr 11 exam packs Flexible learning day

The Ed psychologist has been very successful and will continue. GCSE Pod is well utilised as a revision and learning tool DoE is going from strength to strength and will continue to be partially funded from PP Food, exam packs and FLD are reviewed on an ongoing basis

£16,702


Mint Class A new initiative that allow smart seat plans to be generated. Seat plans can be linked to photo and data that is found on SIMs

This will continue and will be reviewed by Christmas before committing to the service for the next academic year.

£1,250

ii. Targeted support


Estimated impact: Did you meet the

success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this approach)

Cost

1) Improve behaviour of PP cohort

Inclusion Support: EEF +4 months

This has been of significant impact-the redevelopment of reintegration in the school has meant that we are now in a much better place to support learners who are not in lessons for behaviour issues. Over half of those are PP learners, which is disproportionate to the amount of learners who are PP in the school. Through this intervention, it has meant both a reduction the amount of learners who are PP who are in reintegration and the amount of repeat offenders.

This will continue but will be funded more prominently through the main school budget. Moving forward, we are developing a more robust recording system to ensure that we can engage parents earlier in any repeat issues.

£----

September 2019

To raise attainment of all learners entitled to PP, including LAC, at Key Stages 3 and 4, to be in line with or to exceed whole cohort figures. Ensure attendance of PP learners equals or exceeds non-PP learners. Improve behaviour of PP cohort

EAL/EMAG Support: EEF + 1 month

10% of EAL learners in 2017/18 were entitled to Pupil Premium. Through the EAL mentor for 2 ½ hours a week to support learners entitled to Pupil Premium, there was a clear positive impact on progress and learning for these learners e.g. Urdu GCSE qualifications being achieved by students. In particular, the relationships built between the mentor and home has ensured that the focus is very much on learning and progress for each individual learner. There are no PP Urdu lessons currently

With the restructure of the mentoring team, this will continue with the lead mentor taking on this workload now.

£ Lead Mentor

2) Provide good opportunities and take up of Extended Schools provision by learners entitled to PP, including before school and after school clubs, and Homework Club during the day.

Arts Participation: Music groups: EEF +2 months

Music participation for targeted learners entitled to Pupil Premium has helped support self-confidence as well as self-esteem. This was evident in their participation in whole school concerts, as well as attending the music end of year tour to Belgium. One significant success has been the lunchtime clubs attended by PP learners, which have led to these learners taking up instrument lessons.

There needs to be a link to ensure that transition from primary to secondary school includes checking whether PP learners already play music instruments and to try and keep them taking lessons for these instruments.

£3,500

3) Ensure attendance of PP learners equals or exceeds non-PP learners.

Attendance Consultant

Authorised absences have been significantly reduced from last year, 0.73 down from 1.97 last year. Attendance and lateness has also been combatted via the late gate rota. Early intervention has been imperative in ensuring we can get learners into school.

A good relationship between school and home will mean that we have success in improving attendance.

£3,000

4) Ensure PP cohort destinations meet learners’ needs and aspirations.

Careers Advice (Aspiration Intervention) EEF 0 month:

Connexions support for PP learners has had an impact on not only aspirations but also attainment as motivation from such IAG ensures greater focus from learners in lessons. This is evident in particular targeted PP learners who have gone onto their desired destinations. Data on this will follow.

This will continue, but we are looking to develop other IAG opportunities beyond the classroom.

£7,000

September 2019

5) To raise attainment of all learners entitled to PP, including LAC, at Key Stages 3 and 4, to be in line with or to exceed whole cohort figures. 8) Improve behaviour of PP cohort 9) Ensure PP cohort destinations meet learners’ needs and aspirations.

Alternative Provision (behaviour interventions): EEF +4 month

Using alternative provision for targeted PP learners ensured that the focus on attainment and progress of those targeted learners was paramount. The school worked hard to be creative to ensure every learner achieves and that needs were most appropriately met.

This will continue further into the next academic year, looking at early intervention of alternative provision to ensure a mix of mainstream and alternative provision, rather than completely alternative provision for targeted learners.

£10,000

iii. Other approaches


Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned (and whether you will continue with this approach)

Cost

1) To raise attainment of all learners entitled to PP, including LAC, at Key Stages 3 and 4, to be in line with or to exceed whole cohort figures. 2) Ensure attendance of PP learners equals or exceeds non-PP learners. 3) Improve behaviour of PP cohort 4) Provide good opportunities and take up of Extended Schools provision by learners entitled to PP, including before school and after school clubs, and Homework Club during the day. 5) Ensure PP cohort destinations meet learners’ needs and aspirations. Support parental involvement in child’s education.

Pupil Premium Coordinator

The Pupil Premium Co-ordinator oversaw and led the school’s approach to planning and adapting support of all PP learners. In particular, the coordinator was able to push the agenda as a priority with teachers. This is a strength, as evidenced in the Ofsted report.

Time continues to be essential, and a weekly meeting with the Lead mentor, and a PP update in staff meetings remains important.

£23,094


Family Support Worker : EEF +3 months (Parental Involvement)

The family support worker from Fr. Hudson’s society ensured that during 2016/17, there were 12 target learners and their families supported in many ways that without which would have a detrimental impact on the learner’s progress and attainment.

Moving forward, there needs to be links with the FSW and those responsible for the rollout of training and support for parents with their children.

£5,500

September 2019


Parental Initiatives: Text messaging : EEF Absentee reduction of 1 half day, +1 month on attainment:

This was a great success, as it supported parents through uniform costs, as well as other costs which ensured that PP learners were not put at a disadvantage in accessing curricular trips and opportunities.

This will continue, where possible and feasible, for curricular trips. However, for FLD, there will be a free trip funded, but no support for other trips. Support the purchase of ingredients for GCSE food tech Uniform support with the purchase of uniform, PE kits etc.

£1,000


RAPS (Rewards Initiative)

This continues to be a work in progress, with the onus on both teachers and learners to establish a culture of praise throughout the school. It has been particularly effective with KS3, and has had impact on attendance and punctuality. The number of PP learners who cashed in their rewards was much greater than non-PP peers, with over 90% of KS3 learners cashing in their points.

Awareness needs to be built of the RAPS scheme, as through form teachers only, it was evident at the end of the academic year that it was hit and miss. This will be achieved through year assemblies.

£10,000

11) To raise attainment of all learners entitled to PP, including LAC, at Key Stages 3 and 4, to be in line with or to exceed whole cohort figures. 12) Ensure PP cohort destinations meet learners’ needs and aspirations.

Young Enterprise (Social & Emotional Learning): EEF +4 months

These extended learning opportunities offered PP learners an insight into life beyond our school, but more importantly, built up social and emotional resilience. This prepares them for the next 2 years in Year 10 and 11.

Develop links with Young Enterprise to deliver further days to Year 9 and possibly KS3.

£ 1,000

7. Additional detail

Further details on the data from exam results will be published as and when received by the school.

st john fisher catholic college pupil premium strategy ......underachievement by targeted learners...

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